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To track the actors and understand their connections, the study uses approximately six thousand comments from virtual environments (Google Play Store and Facebook) and 37 interviews with education professionals, SEE/MG members, and state schools. Results show sociotechnical networks shaped by dependence on widely provided technologies from private companies, with disjointed Reanp implementation and expanded private actor agency.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/public-and-private-actors-and-educational-policy-implementation-networks-during-the-covid-19-pandemic-the-experience-of-minas-geraisbrazil-602319/602319/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/public-and-private-actors-and-educational-policy-implementation-networks-during-the-covid-19-pandemic-the-experience-of-minas-geraisbrazil-602319/602319.png","ImageObject",300,407,{"name":92,"@type":93},"dawugda","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What program does the article focus on for remote activities during the COVID-19 pandemic?","Question",{"text":112,"@type":113},"The article focuses on the Special Program for Remote Activities (Reanp) and examines how it was formulated and implemented.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the study identify and analyze the involved actors and their connections?",{"text":117,"@type":113},"It analyzes about six thousand comments from virtual environments (Google Play Store and Facebook) and draws insights from 37 interviews with education professionals, SEE/MG members, and state schools.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the study conclude about the role of private companies in Reanp implementation?",{"text":121,"@type":113},"Sociotechnical networks were shaped by dependence on technologies provided by private companies, and Reanp implementation was disjointed, with private actor agency expanded while SEE/MG and school bureaucrats did not adequately appropriate and implement its content.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},602319,1792597888,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":26},3985747870947,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","Education Privatisation and Commercialisation in the Context and Aftermath of the COVID-19 Pandemic  \neducation policy analysis archives  \nA peer-reviewed, independent, open access, multilingual journal  \nArizona State University  \n\n| Volume 33 Number 61 | September 23, 2025 | ISSN 1068-2341 |\n| --- | --- | --- |\n\nPublic and Private Actors and Educational Policy Implementation Networks during the COVID-19 Pandemic:  \nThe Experience of Minas Gerais/Brazil  \nJianne Ines Fialho Coelho  \nUniversidade Federal de Ouro Preto (UFOP)  \nBrazil  \nBreynner Ricardo de Oliveira  \nUniversidade Federal de Ouro Preto (UFOP)  \nBrazil  \nFernanda Natasha Bravo Cruz  \nUniversidade de Brasília (UnB)  \nBrazil  \n&  \nDoriana Daroit  \nUniversidade de Brasília (UnB)  \nBrazil  \nCitation: Coelho, J. I. F., Oliveira, B. R., Cruz, F. N. B., & Daroit, D. (2025) . Public and private actors and educational policy implementation networks during the COVID-19 pandemic: The experience of Minas Gerais/Brazil. Education Policy Analysis Archives, 33(61) . [https://doi.org/10.14507/epaa.33.8661](https://doi.org/10.14507/epaa.33.8661 This)[ This](https://doi.org/10.14507/epaa.33.8661 This) article is part of the special issue Education Privatisation and Commercialisation in the Context and Aftermath of the COVID-19 Pandemic, guest edited by Sue Winton and Nicole Mockler.  \nAbstract: This article analyzes, based on the formulation and implementation of the Special Program for Remote Activities (Reanp), the controversies of these processes, and the associationsand translations of public, private, and technological actors during the COVID-19 pandemic. To track the actors and understand their connections, we considered approximately six thousand comments posted in virtual environments (Google Play Store and Facebook) and 37 interviews with education professionals, members of the State Department of Education (SEE/MG), and state schools. The study demonstrates that sociotechnical networks were shaped by dependence on technologies widely provided by private companies. The implementation of Reanp was disjointed, and the agency of private actors was expanded, without SEE/MG and school bureaucrats adequately appropriating its content and implementing it effectively. The relationships observed through Reanp allow us to understand how a process of intensification of virtual interactions occurred, with the mobilization of device functionality to become indispensable work tools, generating a logic of dependence on private corporations mobilized by the network, such as Meta and Alphabet, reinforcing the platformization of education, which was already underway before the pandemic.  \nKeywords: private actors; implementation of educational policies; COVID-19 pandemic; technologies; educational policy networks  \nActores públicos y privados y redes de implementación de políticas educativas durante la pandemia de COVID-19: La experiencia de Minas Gerais/Brasil  \nResumen: Este artículo analiza, a partir de la formulación e implementación del Programa Especial de Actividades a Distancia (Reanp), las controversias de estos procesos, así como las asociaciones y traducciones de actores públicos, privados y tecnológicos durante la pandemiade COVID-19. Para rastrear a los actores y comprender sus conexiones, consideramos aproximadamente seis mil comentarios publicados en entornos virtuales (Google Play Store y Facebook) y 37 entrevistas con profesionales de la educación, miembros de la Secretaría de Educación del Estado (SEE/MG) y escuelas públicas. El estudio demuestra que las redes sociotécnicas se moldearon por la dependencia de tecnologías ampliamente proporcionadas por empresas privadas. La implementación del Reanp fue desarticulada y la agencia de los actores privados se expandió, sin que la SEE/MG y los burócratas escolares se apropiaran adecuadamente de su contenido e implementaran eficazmente. Las relaciones observadas através de Reanp permiten comprender cómo se produjo un proceso de i","cbCailLRs8cvfire","https://ap.wps.com/l/cbCailLRs8cvfire","pdf",395620,24,"English","# Abstract\n## Program and controversies (Reanp)\n## Data sources and actor mapping\n## Findings on sociotechnical networks and agency\n## Platformization and dependence logic","[{\"question\":\"What program does the article focus on for remote activities during the COVID-19 pandemic?\",\"answer\":\"The article focuses on the Special Program for Remote Activities (Reanp) and examines how it was formulated and implemented.\"},{\"question\":\"How does the study identify and analyze the involved actors and their connections?\",\"answer\":\"It analyzes about six thousand comments from virtual environments (Google Play Store and Facebook) and draws insights from 37 interviews with education professionals, SEE/MG members, and state schools.\"},{\"question\":\"What does the study conclude about the role of private companies in Reanp implementation?\",\"answer\":\"Sociotechnical networks were shaped by dependence on technologies provided by private companies, and Reanp implementation was disjointed, with private actor agency expanded while SEE/MG and school bureaucrats did not adequately appropriate and implement its content.\"}]","Public and Private Actors and Educational Policy Implementation Networks during the COVID-19 Pandemic - The Experience of Minas Gerais/Brazil | PDF",1792094467]